North Carolina Instructional Technology Facilitator ... · Facilitator Development Team members who generously contributed their time, energy, and expertise to the ... Provide professional

North

Carolina

Instructional

Technology

Facilitator

Evaluation

System

Users’ Guide

September 2013

Page 2

STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

WILLIAM COBEY

Chair :: Chapel Hill

A.L. COLLINS

Vice Chair :: Kernersville

DAN FOREST

Lieutenant Governor :: Raleigh

JANET COWELL

State Treasurer :: Raleigh

JUNE ST. CLAIR ATKINSON

Secretary to the Board :: Raleigh

BECKY TAYLOR

Greenville

REGINALD KENAN

Rose Hill

KEVIN D. HOWELL

Raleigh

GREG ALCORN

Salisbury

OLIVIA OXENDINE

Lumberton

JOHN A. TATE III

Charlotte

WAYNE MCDEVITT

Asheville

MARCE SAVAGE

Waxhaw

PATRICIA N. WILLOUGHBY

Raleigh

NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to:

Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065

Visit us on the Web :: www.ncpublicschools.org M0513

http://www.ncpublicschools.org/

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Acknowledgements

The North Carolina Department of Public Instruction gratefully acknowledges the Instructional Technology

Facilitator Development Team members who generously contributed their time, energy, and expertise to the

development of this new evaluation system. The depth of their knowledge and understanding of the ever-

changing role of instructional technology facilitators in the development and education of students guided this

work and kept it focused on students enrolled in North Carolina’s public school students. With deep

appreciation, the contributions of the following team members are gratefully acknowledged:

Beth Blanchard, 6-12 Instructional Technology Coordinator, Harnett County Schools

Prince Hycy Bull, Professor, North Carolina Central University

Michael R. Dixon, Greene County Public Schools

Kristin Hall, Director of Technology and Media, Duplin County Schools

Carolyn McKinney, Consultant, Research and Evaluation Associates

Kim K. Metcalf, Office of the Provost, University of West Georgia

Martha Nixon, Technology Facilitator/Testing Coordinator, Edenton Chowan Public Schools

Chris Shearer, Chief Technology Officer, Franklin County Schools

Lisa Thompson, Instructional Technology Specialist, Union County Public Schools

In addition, the development team would like to thank several members of the North Carolina Department of

Public Instruction staff who provided advice and guidance throughout this process. These are:

Jennifer Preston

Lynne Johnson

Julie Kagy

Neill Kimrey

Ouida Myers

Cynthia Sartain

Sherry Thomas

Mary Watson

For additional information, please contact:

Jean M. Williams, Ph.D.

Research and Evaluation Associates

10158 Bluffmont Lane

Lone Tree, CO 80124

(303)708-8854

[email protected]

mailto:[email protected]

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Contents

Page

Introduction

6

North Carolina Professional Instructional Technology Facilitator Standards 6 Standard I. Instructional technology facilitators demonstrate leadership. 6 Standard II. Instructional technology facilitators build a learning environment that meets the

instructional needs of all learners. 8

Standard III. Instructional technology facilitators demonstrate knowledge of learners and

learning and promote effective instructional practices in a 21st Century learning environment.

9

Standard IV. Instructional technology facilitators facilitate the implementation of a

comprehensive 21st Century instructional technology program.

9

Standard V. Instructional technology facilitators actively reflect on their practice. 11

Framework for 21

st Century Learning 12

Core Subjects and 21st Century Themes

Learning and Innovation Skills

Information, Media, and Technology Skills

Life and Career Skills

21st Century Support Systems

13

Milestones for Improving Learning and Education 14 Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

Thinking and Learning Skills 14 Critical Thinking and Problem Solving Skills

Communication

Information and Media Literacy Skills

Creativity and Innovation Skills

Collaboration Skills

Contextual Learning Skills

ICT Literacy

Life Skills 15 Leadership

Ethics

Accountability

Adaptability

Personal Productivity

Personal Responsibility

People Skills

Self Direction

Social Responsibility

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North Carolina Instructional Technology Facilitator Evaluation Process

Components of the Process

Individual Growth Plan

Monitored Growth Plan

Directed Growth Plan

Beginning Instructional Technology Facilitator

Probationary Instructional Technology Facilitator

Career-Status Instructional Technology Facilitators

Purposes of the Evaluation

Instructional Technology Facilitator Responsibilities

Principal/Evaluator Responsibilities

16

Rubric for Evaluating North Carolina Instructional Technology Facilitators 23 Completing the Rubric and the Summary Rating Form 23 Self-Assessment

Completing the Rubric Based on Observations

Determining Rating Levels After Completing the Rubric

Scoring the Rubric

Example of How to Score the Rubric

Directions for Completing the Summary Rating Form

Glossary

32

Appendix A: Codes of Ethics 35 Code of Ethics for North Carolina Educators

Code of Professional Practice and Conduct for North Carolina Educators

Appendix B: Forms 41 Rubric for Evaluating North Carolina Instructional Technology Facilitators

Summary Rating Sheet for Instructional Technology Facilitators

Instructional Technology Facilitators Summary Rating Form

Professional Development Plan

Record of Evaluation Activities for Instructional Technology Facilitators

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Introduction

The mission of the North Carolina State Board of Education is that every public school student will graduate

from high school globally competitive for work and postsecondary education, and prepared for life in the 21st

Century. This mission requires a new vision of school leadership and a new set of skills that professional

instructional technology facilitators must use daily in order to help their students learn 21st Century content and

master skills they will need when they graduate from high school and enroll in higher education or enter the

workforce or the military.

North Carolina Professional Instructional Technology Facilitator Standards

Vision for Instructional Technology Facilitators

Demands of a 21st Century education dictate strong roles for instructional technology facilitators. In order to

bring consensus and common, shared ownership of the vision and purpose of the work of the school,

instructional technology facilitators provide, promote, and participate in shared leadership. They are valued for

leading a strong and comprehensive school instructional technology program which provides tools, resources,

and content that promote critical thinking, problem solving, and information and communications literacy while

also making content engaging, relevant, and meaningful to students. Instructional technology facilitators

encourage student-owned 21st Century learning including collaboration, communication, critical thinking

and

creativity. They enable teaching in all content areas including global awareness, civic literacy, financial literacy,

and health awareness. Instructional technology facilitators demonstrate the value of lifelong learning and

encourage the school community to learn and grow. They are reflective about their practice and promote

inclusion and analysis of assessments that are authentic, structured, and demonstrate student understanding.

Standard I: Instructional technology facilitators demonstrate leadership.

a. Instructional technology facilitators demonstrate 21st Century leadership in the school.

Instructional technology facilitators lead in the use of 21st Century tools and skills. They promote a

vision of technology-enabled teaching and learning that includes use of best instructional practices

and access to current information and technology tools. Instructional technology facilitators

understand and apply principles of adult learning to design and deliver relevant, engaging, and

differentiated professional development. They support the school and district’s overall vision for

ensuring that every public school student will graduate from high school, globally competitive for

work and postsecondary education and prepared for life in the 21st Century.

Instructional technology facilitators:

Provide effective leadership and support for establishing, promoting and sustaining a seamless

use of 21st Century technology tools and information resources.

Serve as leaders in the planning, implementation and deployment of a 21st Century digital

conversion, including devices, curriculum, pedagogy, professional development and appropriate

digital resources.

Make effective use of data to assess how the instructional technology program meets the needs

of the school community.

Provide leadership in determining student and educator technology needs based on demographic

and performance data, curricular needs, state and national guidelines, professional best practices,

and emerging trends.

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b. Instructional technology facilitators lead an instructional technology program that supports

21st Century teaching and learning. Instructional technology facilitators collaboratively create,

align, and implement programs guided by state and national guidelines and research-based best

practices. Instructional technology facilitators align program goals with local strategic plans placing

a priority on student learning and curriculum requirements. They exhibit flexibility, adaptability,

and resourcefulness in an ever-changing technology environment. The instructional technology

program offers an effective teaching and learning best practices model in the 21st Century digital

conversion of the school in support of student success.


Align the mission, resources and activities of the instructional technology program with the

North Carolina Essential Standards and Common Core State Standards and the local goals and

priorities for teaching and learning.

Communicate the vision and requirements of an effective technology-enabled instructional

technology program to appropriate stakeholders while utilizing relevant and current research and

other data-informed performance measures and outcomes.

Evaluate and collaboratively select digital tools and resources based on professional best

practices and relevant data.

Demonstrate fluency with a wide range of digital resources, which support inquiry and student-

centered learning, professional best practices and acquisition of 21st Century skills.

Ensure that the instructional technology program tools and resources support the diverse

developmental, cultural, social, and linguistic needs of students and their communities.

Provide professional development addressing instructional theory, practice, and resources that

promote student owned learning, relevancy, 21st Century skills, collaboration, critical thinking,

and creativity.

Evaluate the program to ensure that it is up-to-date and relevant, meeting the needs of the school

community.

c. Instructional technology facilitators advocate for effective instructional technology programs.

Effective technology facilitators model and apply information and technology standards as they design

and implement learning experiences for both students and educators. Combining their broad content,

pedagogical and technology understanding they advance student learning, creativity, and innovation in

both traditional and virtual environments.


Facilitate equity of access for diverse and appropriate digital tools and resources including

personal computing devices and digital textbooks.

Encourage educator designed inquiry-based learning using various and appropriate resources and

tools to improve creative and innovative student learning.

Advocate to ensure that the program’s digital tools and resources are highly available, reliable

and flexibly accessible.

Advocate for equitable access and appropriate use of information and technology resources.

Facilitate meaningful communication and collaboration among stakeholders while modeling and

supporting the ethical and safe use of information and technology resources.

d. Instructional technology facilitators promote and facilitate effective collaboration among

educators within and beyond the school setting. Instructional technology facilitators generate

positive student outcomes by leading, modeling and promoting effective collaborative practices that

support and create an effective learning community. They demonstrate persistence, creativity, and

openness in establishing relationships and building partnerships. They review data to inform

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instructional planning while collaborating to design, deliver, and evaluate instruction based on research

and best practices. They work collaboratively to identify and select resources for curriculum support and

partner with teachers to create instruction that is enhanced and enabled by relevant and effective digital

tools and resources.


Foster collaboration within the school community to facilitate design, delivery, and assessment

of instructional activities that promote learner competence and confidence with 21st Century

skills.

Use research-based strategies that seamlessly integrate content with technology tools and

information resources through community collaboration and partnerships.

Collaborate with other appropriate stakeholders both face-to-face and virtually to address student

and professional achievement.

e. Instructional technology facilitators demonstrate high ethical standards. Instructional technology

facilitators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for

others. Instructional technology facilitators uphold the Code of Ethics for North Carolina Educators

(effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998.

www.ncptsc.org


Uphold the Code of Ethics for North Carolina Educators and Standards for the Professional

Conduct.

Model ethical principles including safe, legal and ethical use of digital resources and tools

including copyright, intellectual property, digital etiquette and virtual social interactions.

Standard II. Instructional technology facilitators build a learning environment that meets the

instructional needs of all students.

a. Instructional technology facilitators establish a participatory learning environment that facilitates

collaboration among all members of the learning community and honors diversity. Using 21st

Century tools and resources, instructional technology facilitators encourage active learning, promote

collaboration, and provide flexibility to accommodate multiple learning styles, work strategies and

abilities. Instructional technology facilitators foster relationships with and between students while

applying a global perspective and meeting the learning needs of a diverse student population.


Establish a diverse, collaborative and engaging learning environment that promotes global

awareness, cultural understanding, creativity, inquiry, critical thinking, collaboration and

communication. Understand and incorporate universal design considerations to facilitate

equitable access to content and resources.

b. Instructional technology facilitators seamlessly integrate content-area curricula with 21st Century

content, effective pedagogical practices, universal design principles, and appropriate technology

applications for all learners. Instructional technology facilitators model and promote the seamless and

ubiquitous integration of content and technology tools and resources to meet widely diverse student

needs. Instructional technology facilitators are a constant in the learning environment of the student

over time. As such, they have a unique opportunity to gain a more holistic view of students, understand

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learners as they progress through each developmental stage, and encourage learners to cultivate

creativity and critical thinking habits.


Collaboratively identify students’ interests, learning styles, and unique instructional

requirements.

Facilitate the design and delivery of data-informed differentiated instruction guided by universal

design principles and pedagogical strategies promoting mastery of 21st Century tools and

content.

Promote and model the use of information and technology resources while using innovative

strategies to support the dynamic participation and engagement of all learners.

Standard III. Instructional technology facilitators facilitate the implementation of a comprehensive 21st

Century instructional technology program.

a. Instructional technology facilitators serve as a specialist, fostering the effective use of digital tools

and resources for constructing and sharing knowledge using inquiry-based instruction.

Instructional technology facilitators use creative strategies to promote the available digital tools and

resources as well as the special skills and expertise of the Technology Facilitator. They demonstrate

flexibility to make their skills and expertise, as well as school technology resources, readily available

and easily accessible to all members of the school community. They help learners become discerning

and effective users of digital resources and tools promoting the seamless integration of technology to

meet curricular goals. Instructional technology facilitators encourage teachers and students to apply an

inquiry-based approach to learning and they actively support instructional practices and pedagogy that

promote creativity and critical thinking. They promote digital citizenship and guide students to build a

positive academic digital footprint. They model the effective use of new and emerging technologies.

They also collaboratively develop technology program policies and procedures that respect and meet the

needs of a diverse school community and facilitate access to equitable digital tools and resources.


Communicate and implement policies and procedures based on state and federal requirements.

Demonstrate best practices in the integration of information and technology skills and resources

in all areas of the curriculum while modeling and supporting engagement through inquiry-based

learning.

Encourage and enable use of digital tools and resources for inquiry, knowledge creation, and

sharing student-owned learning.

Contribute to the development and implementation of the school improvement plan.

Standard IV: Instructional technology facilitators demonstrate knowledge of learners and learning and

promote effective instructional practices in a 21st Century learning environment.

a. Instructional technology facilitators use effective pedagogy to infuse the curriculum with 21st

Century content and tools. Instructional technology facilitators understand and apply research-based

pedagogical strategies to design and deliver rigorous, relevant, and engaging differentiated instruction.

Instructional technology facilitators are knowledgeable of learning styles, stages of human growth and

development, and cultural influences on learning. They support the learning of all members of the

school community, including those with diverse learning styles, physical and intellectual abilities, and

needs. They effectively facilitate the integration of 21st Century skills, particularly technology use, and

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instructional design, delivery, and assessment. Instructional technology facilitators creatively infuse

content-area instruction with 21st Century skills.


Facilitate the use of accepted learning taxonomies, effective instructional design principles, and

appropriate assessment methods.

Enable and enhance instruction across the curriculum to promote engagement, creativity, critical

thinking, problem-solving and student-owned exploration of information and ideas.

Use a variety of instructional strategies, 21st Century resources, and assessment tools to design and

develop digital-age learning for all learners.

Support differentiation of instruction by demonstrating flexibility and creativity in choosing and

modifying learning strategies, tools, and resources in various formats to meet all learners’ needs.

Collaboratively design and facilitate appropriate assessment of student-owned products utilizing 21st

Century skills within all content areas.

b. Instructional technology facilitators know the content appropriate to their teaching specialty.

Instructional technology facilitators model digital literacy and safety, and the ethical use of information

and technology utilizing best practices and relevant research-based methods and techniques. They

articulate the value and importance of the North Carolina Essential Standards and Common Core State

Standards to members of the school community. They assist teachers in seamlessly integrating

technology into curriculum-based lessons and instructional units and providing 21st Century learning

experiences. They collaborate with other educators to design and facilitate use of innovative technology

assisted student outcome measurement systems.


Demonstrate comprehensive knowledge of curriculum goals across grade levels and subject areas.

Promote global digital literacy, awareness and cultural understanding by facilitating collaboration

and communication using 21st Century tools and resources.

Collaboratively design and facilitate appropriate assessment of student-owned products utilizing 21st

Century skills within all content areas.

c. Instructional technology facilitators model, share, and promote effective principles of teaching

and learning. They use a variety of instructional strategies and assessment tools to model and promote

digital-age learning experiences and apply their expertise to coach others in collaboration, digital

literacy, 21st Century communication, inquiry-based learning, and digital citizenship. Instructional

technology facilitators demonstrate and facilitate the effective use of 21st Century tools and resources to

encourage meaningful and authentic learning experiences.


Facilitate access to information, resources, and ongoing support to assist teachers in implementing

research-based best practices using 21st Century tools and resources.

Design differentiated instruction using a variety of research-based strategies and various digital

resources to meet learner needs.

Provide teachers with professional development, modeling the effective integration of information

and technology skills, collaboration, critical thinking, and creativity.

Model effective formative assessment practices including alternative assessment strategies.

Use effective interpersonal and listening skills to discover students’ interests and assist them in

finding engaging and appropriate digital tools and resources for use in their student-owned learning

strategies.

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Standard V. Instructional technology facilitators actively reflect on their practice.

a. Instructional technology facilitators analyze student learning. Instructional technology facilitators

use formative and summative assessments to collaboratively analyze data and evaluate other indicators

of student learning to inform instruction.


Analyze data both collaboratively and individually to inform instructional and professional practices

and future program planning.

Use data from multiple sources, including student, teacher, school, district, and local community, to

make decisions that improve the effectiveness of the instructional technology program while

supporting student achievement.

b. Instructional technology facilitators link professional growth to their professional goals.

Instructional technology facilitators actively seek professional development to help them maintain a

leadership role as a teacher, technology specialist, and coach in the use of current and emerging

technologies.


Complete professional development and participate in local and global professional learning

communities to explore creative applications and enhancements for improving professional practice

and student learning.

Actively explore and integrate emerging technologies, resources, information formats, and

innovative practices to support student achievement.

c. Instructional technology facilitators function effectively in a complex, dynamic environment. Instructional technology facilitators demonstrate leadership and flexibility in adapting to a rapidly

changing information and technology environment. They act as leaders in coaching teachers,

administrators, and students to thrive in a complex technology landscape. They continuously seek

current best practices and adapt their professional practice based on research and student data to support

school goals.


Participate in observations for professional growth and collaborate with other educators to mentor

and support professional growth throughout the school learning community.

Apply professional skills to investigate, apply, and share new research on digital tools, resources,

pedagogy, curriculum, and other relevant topics to the professional learning community.

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Framework for 21st Century Learning

The Partnership for 21st Century Skills has developed a vision for 21

st Century student success in the new global

economy.

Figure 1. 21st Century Student Outcomes and Support Systems

The elements described in this section as 21st Century student outcomes (represented by the rainbow in Figure

1) are the skills, knowledge, and expertise students should master to succeed in work and life in the 21st

Century.

Core Subjects and 21st Century Themes

Mastery of core subjects and 21st Century themes is essential for students in the 21

st Century. Core subjects

include English, reading or language arts, world languages, arts, mathematics, economics, science, geography,

history, government, and civics.

We believe schools must move beyond a focus on basic competency in core subjects promoting understanding

of academic content at much higher levels by weaving 21st Century interdisciplinary themes into core

subjects:

Global Awareness

Financial, Economic, Business and Entrepreneurial Literacy

Civic Literacy

Health Literacy

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Learning and Innovation Skills

Learning and innovation skills are what separate students who are prepared for increasingly complex life and

work environments in the 21st Century and those who are not. They include:

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

Information, Media, and Technology Skills

People in the 21st Century live in a technology and media-driven environment, marked by access to an

abundance of information, rapid change in technology tools, and the ability to collaborate and make individual

contributions on an unprecedented scale. To be effective in the 21st Century, citizens and workers must be able

to exhibit a range of functional and critical thinking skills, such as:

Information Literacy

Media Literacy

ICT (Information, Communications, and Technology) Literacy

Life and Career Skills

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to

navigate the complex life and work environments in the globally competitive information age requires students

to pay rigorous attention to developing adequate life and career skills, such as:

Flexibility and Adaptability

Initiative and Self-Direction

Social and Cross-Cultural Skills

Productivity and Accountability

Leadership and Responsibility

21st Century Support Systems

Developing a comprehensive framework for 21st Century learning requires more than identifying specific skills,

content knowledge, expertise and literacies. An innovative support system must be created to help students

master the multidimensional abilities required of them in the 21st Century. The Partnership has identified five

critical support systems that ensure student mastery of 21st Century skills:

21st Century Standards

Assessment of 21st Century Skills

21st Century Curriculum and Instruction

21st Century Professional Development

21st Century Learning Environments

For more information, visit the Partnership’s website at www.21stcenturyskills.org. Used with permission.

http://www.21stcenturyskills.org/

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Milestones for Improving Learning and Education

The Partnership for 21st Century Skills developed the Milestones for Improving Learning and Education

(MILE) Guide for 21st Century Skills to assist educators and administrators in measuring the progress of their

schools in defining, teaching, and assessing 21st Century skills. The following describes the skills and

knowledge required of students in the 21st Century. This list was adapted from the 21

st Century Partnership’s

MILE Guide and served as a foundation for the North Carolina Professional Instructional Technology

Facilitator Standards.

Global Awareness

Using 21st Century skills to understand and address global issues.

Learning from and working collaboratively with individuals representing diverse cultures,

religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and

community contexts.

Having the ability to utilize non-English languages as a tool for understanding other nations and

cultures.

Financial, Economic, Business and Entrepreneurial Literacy

Knowing how to make appropriate personal economic choices.

Understanding the role of the economy and the role of business in the economy.

Using entrepreneurial skills to enhance workplace productivity and career options.

Civic Literacy

Being an informed citizen to participate effectively in government.

Exercising the rights and obligations of citizenship at local, state, national, and global levels.

Understanding the local and global implications of civic decisions.

Health Literacy

Having the ability to access health information and services, navigate health institutions, and act

as an effective advocate to improve health for self, family and/or community.

Understanding preventive physical and mental health measures, including proper diet, nutrition,

exercise, risk avoidance, and stress reduction.

Demonstrating understanding of national and international health.

Thinking and Learning Skills

Critical Thinking and Problem Solving Skills

Exercising sound reasoning and understanding.

Making complex choices.

Understanding the interconnections among systems.

Framing, analyzing, and solving problems.

Communication

Articulating thoughts and ideas clearly and effectively.

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Information and Media Literacy Skills

Understanding, managing and creating effective oral, written and/or multimedia communication

in a variety of forms and contexts.

Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of

forms and media.

Creativity and Innovation Skills

Demonstrating originality and inventiveness in work.

Developing, implementing and communicating new ideas to others.

Being open and responsive to new and diverse perspectives.

Collaboration Skills

Demonstrating ability to work effectively with diverse teams.

Being willing to be helpful and make necessary compromises to accomplish a common goal.

Contextual Learning Skills

Having the ability to take advantage of education in a variety of contexts, both inside and outside

the classroom; understanding that knowledge is acquired within a context.

ICT Literacy

Using technology in the course of attaining and utilizing 21st Century skills.

Life Skills

Leadership

Using interpersonal and problem-solving skills to influence more than one person toward a goal.

Having the ability to leverage strengths of others to accomplish a common goal.

Ethics

Demonstrating integrity and ethical behavior in personal, workplace and community contexts.

Accountability

Setting and meeting high standards and goals for one’s self and others.

Adaptability

Adapting to varied roles and responsibilities.

Tolerating ambiguity and changing priorities.

Personal Productivity

Utilizing time efficiently and managing workload.

Being punctual and reliable.

Personal Responsibility

Exercising personal responsibility and flexibility in personal, workplace and community

contexts.

People Skills

Working appropriately and productively with others.

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Self-Direction

Monitoring one’s own understanding and learning needs.

Demonstrating initiative to advance professional skill levels.

Having the ability to define, prioritize, and complete tasks without direct oversight.

Demonstrating commitment to learning as a lifelong process.

Social Responsibility

Acting responsibly with the interests of the larger community in mind.

North Carolina Instructional Technology Facilitator Evaluation Process

The rubric used for evaluating North Carolina’s instructional technology facilitators is based on the Framework

for 21st Century Learning and the North Carolina Professional Instructional Technology Facilitator Standards.

The rubric is designed to promote effective leadership, quality teaching, and student learning while enhancing

professional practice and leading to improved instruction. The evaluation instrument and its accompanying

processes and materials are designed to encourage professional growth, to be flexible and fair to the persons

being evaluated, and to serve as the foundation for the establishment of professional goals and identification of

professional development needs.

The intended purpose of the North Carolina Instructional Technology Facilitator Evaluation Process is to assess

the instructional technology facilitator’s performance in relation to the North Carolina Professional Instructional

Technology Facilitator Standards and to design a plan for professional growth. The principal or a designee

(hereinafter “principal”) will conduct the evaluation process in which the instructional technology facilitator

will actively participate through the use of self-assessment, reflection, presentation of artifacts, and classroom

demonstration(s).

A local board shall use the North Carolina Professional Instructional Technology Facilitator Standards and

North Carolina Instructional Technology Facilitator Evaluation Process unless it develops an alternative

evaluation that is properly validated and that includes standards and criteria similar to those in the North

Carolina Professional Instructional Technology Facilitator Standards and North Carolina Instructional

Technology Facilitator Evaluation Process. It should be noted that, per State Board of Education Policy TCP-

C-021, North Carolina school districts may choose to evaluate instructional technology facilitators using the

North Carolina Evaluation Process for Instructional Central Office staff members. This policy states that: "For

purposes of this policy, Central Office Staff members include: Deputy, Assistant, and Associate

Superintendents, instructional staff members with a rank of Director or above; and coordinators and teacher

leaders who are not responsible for direct student instruction." Instructional technology facilitators who meet

these qualifications may be evaluated using the instructional central office evaluation process instead of the one

described in this users’ guide.

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Components of the Process

The North Carolina Instructional Technology Facilitator Evaluation Process shall include the following

components:

Component 1: Training

Before participating in the evaluation process, all instructional technology facilitators, principals and peer

evaluators must complete training on the evaluation process.

Component 2: Orientation

Within two weeks of an instructional technology facilitator’s first day of work in any school year, the principal

will provide the instructional technology facilitator with a copy of or directions for obtaining access to a copy

of:

A. The Rubric for Evaluating North Carolina Instructional Technology Facilitators;

B. This policy; and

C. A schedule for completing all the components of the evaluation process.

Component 3: Self-Assessment

Using the Rubric for Evaluating North Carolina Instructional Technology Facilitators, the instructional

technology facilitator shall rate his or her own performance at the beginning of the year and reflect on his or her

performance throughout the year.

Component 4: Pre-Observation Conference

Before the first formal observation, the principal shall meet with the instructional technology facilitator to

discuss the instructional technology facilitator’s self- assessment based on the Rubric for Evaluating North

Carolina Instructional Technology Facilitators, the instructional technology facilitator’s most recent

professional growth plan, and the lesson(s) to be observed. The instructional technology facilitator will provide

the principal with a written description of the lesson(s). The goal of this conference is to prepare the principal

for the observation. Pre-observation conferences are not required for subsequent observations.

Component 5: Observations

All school support staff members who are licensed by the North Carolina Department of Public Instruction are

required to adhere to the annual evaluation requirements outlined in GS 115c-333.1(a). The minimum

requirements for observations of probationary staff members whose contracts are renewed annually and career

staff members who have reached career status are:

Probationary

One (1) pre-observation conference conducted prior to the first formal observation.

Three (3) formal observations which may be conducted by different administrators if the support

staff member works in more than one school. Different administrators in the same school may also

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conduct observations. Administrators may choose to conduct more than the required three (3) formal

observations during the school year.

Three (3) formal post-observation conferences.

One (1) final/summative evaluation conducted near the end of the year. All administrators who

observed the support staff member during the year should confer about the final evaluation ratings

prior to the final/summative evaluation conference to ensure that all aspects of the support staff

member’s performance are considered.

Total: Three (3) Formal Observations

(Minimum requirement as administrators reserve the right to determine number of observations.

Likewise, the employee may request additional Formal Observations.)

Career

One (1) pre-observation conference conducted prior to the first formal observation.

One (1) formal observation.

One (1) formal post-observation conference.

Two (2) informal observations which may be conducted by more than one (1) administrator.

One (1) final/summative evaluation conducted near the end of the year. All administrators who

observed the support staff member during the year should confer about final evaluation ratings prior

to the final/summative evaluation conference to ensure that all aspects of the support staff member’s

performance are considered.

Total: Three (3) Observations (1 Formal, 2 Informal)

(Multiple administrators confer regarding observations and Summative Evaluation as determined by

LEA)

Any administrator responsible for evaluating probationary or career status school support staff members

may choose to conduct additional formal observations during the school year. Observation requirements are

summarized in the following table. Likewise, the employee may request additional Formal Observations.

Comparison of Probationary and Career Support Staff Member Evaluation Requirements

Probationary Career

Pre-Observation Conference One (1) conducted prior to first formal observation

Formal Observation(s) 3 1

Formal Post-Observation

Conference

3 1

Informal Observations 2

Summative Evaluation 1 1

Other Requirements Multiple administrators confer regarding observation results and

representation on the final/summative evaluation.

Options Administrators may choose to conduct additional observations. Likewise,

the employee may request additional observations.

During observations, the evaluator shall note the school instructional technology facilitator’s performance in

relationship to applicable standards on the appropriate rubric for evaluating the school support staff member.

Each formal observation should last at least forty-five minutes or an entire session or activity.

Page 19

Component 6: Post-Observation Conference

The principal shall conduct a post-observation conference no later than ten school days after each formal

observation. During the post-observation conference, the principal and instructional technology facilitator shall

discuss and document on the rubric the strengths and weaknesses of the instructional technology facilitator’s

performance during the observed lesson.

Component 7: Summary Evaluation Conference and Scoring the Summary Rating Form

Prior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary

evaluation conference with the instructional technology facilitator. During the summary evaluation conference

the principal and instructional technology facilitator shall discuss the instructional technology facilitator’s self-

assessment, the most recent Professional Growth Plan, the components of the North Carolina Instructional

Technology Facilitator Evaluation Process completed during the year, classroom observations, artifacts

submitted or collected during the evaluation process and other evidence of performance on the rubric.

At the conclusion of the North Carolina Instructional Technology Facilitator Evaluation Process, the principal

shall:

A. Give a rating for each element in the rubric;,

B. Make a written comment on any element marked Not Demonstrated,

C. Give an overall rating of each standard in the rubric,

D. Provide the instructional technology facilitator with the opportunity to add comments to the Instructional

Technology Facilitator Summary Rating Form,

E. Review the completed Instructional technology facilitator Summary Rating Form with the instructional

technology facilitator, and

F. Secure the instructional technology facilitator’s signature on the Record of Instructional Technology

Facilitator Evaluation Activities and Instructional Technology Facilitator Summary Rating Form.

Component 8: Professional Development Plans

Instructional technology facilitators shall develop a Professional Growth Plan designed to serve as a guide for

improving their performance during the subsequent school year. At a minimum, such a plan shall outline the

standards and elements on which improvement is needed, goals to be accomplished, activities to be completed,

and a timeline for completing all activities and/or achieving goals. The Professional Growth Plan should be

discussed with and approved by the evaluator as the final step in the evaluation process.

Individual Growth Plans

Instructional technology facilitators who are rated at least “Proficient” on all Standards on the

Instructional Technology Facilitator Summary Rating Form shall develop an Individual Growth Plan

designed to improve performance on specifically identified standards and elements.

Monitored Growth Plans

A instructional technology facilitator shall be placed on a Monitored Growth Plan whenever he or she:

A. Is rated “Developing” on one or more standard(s) on the Instructional technology facilitator

Summary Rating Form; and

B. Is not recommended for dismissal, demotion or nonrenewal.

Page 20

A Monitored Growth Plan shall, at a minimum, identify the standards and elements to be improved, the

goals to be accomplished and the activities the instructional technology facilitator should undertake to

achieve proficiency, and a timeline which allows the instructional technology facilitator one school year

to achieve Proficiency. A Monitored Growth Plan that meets these criteria shall be deemed to satisfy the

requirements of N.C. Gen. Stat. § 115C-333(b).

Directed Growth Plans

An instructional technology facilitator shall be placed on a Directed Growth Plan whenever he or she:

A. Is rated

1. “Not Demonstrated on any Standard on the Instructional Technology Facilitator Summary

Rating Form; or

2. Developing on one or more Standards on the Instructional Technology Facilitator Summary

Rating Form for two sequential years, and

B. Is not recommended for dismissal, demotion or nonrenewal.

The Directed Growth Plan shall, at a minimum, identify the standards and elements to be

improved, the goals to be accomplished, the activities to be completed to achieve Proficiency, a

timeline for achieving Proficiency within one school year or such shorter time as determined by

the LEA. A Directed Growth Plan that meets those criteria shall be deemed to satisfy the

requirements of N.C. Gen. Stat. § 115C-333(b). North Carolina Instructional Technology

Facilitator Evaluation Process.

Effective Dates and Effect on Licensing and Career Status

Effective with the 2013-14 school year, all instructional technology facilitators in North Carolina will be

evaluated using this policy unless a local board develops an alternative evaluation that is properly validated

and that includes standards and criteria similar to those in the North Carolina Professional Instructional

Technology Facilitator Standards and North Carolina Instructional Technology Facilitator Evaluation

Process in which case the local board shall use that instrument.

Beginning Instructional Technology Facilitators

Effective 2013-14, beginning instructional technology facilitators must be rated Proficient on all five

North Carolina Professional Instructional Technology Facilitator Standards on the most recent

Instructional Technology Facilitator Summary Rating Form in order to be eligible for the Standard

Professional 2 License.

Probationary Instructional Technology Facilitators

Effective 2013-14, a principal must rate a probationary instructional technology facilitator as

Proficient on all five North Carolina Professional Instructional Technology Facilitator Standards on

the most recent Instructional Technology Facilitator Summary Rating Form before recommending

that instructional technology facilitator for career status.

Page 21

Clarification of Evaluation Procedures for Career-Status Instructional Technology Facilitators

A career-status instructional technology facilitator participates in a full evaluation process every

year. This means the principal shall conduct at least three observations, including at least one formal

observation and two other observations, either formal or informal, and rate all elements and all

standards on the Summary Rating Form.

Purposes of the Evaluation Process

The instructional technology facilitator performance evaluation process will:

Serve as a measurement of performance for individual instructional technology facilitators.

Serve as a guide for instructional technology facilitators as they reflect upon and improve their

effectiveness.

Serve as the basis for the improvement of professional practice.

Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their

instructional technology facilitators.

Guide professional development programs for instructional technology facilitators.

Serve as a tool in developing coaching and mentoring programs for instructional technology

facilitators.

Inform higher education institutions as they develop the content and requirements for instructional

technology facilitator training programs.

In July 2012 the North Carolina State Board of Education approved the Rubric for Evaluating North Carolina

Instructional Technology Facilitators and the Instructional Technology Facilitator Evaluation Process.

Responsibilities for instructional technology facilitators and their evaluators, as they complete the evaluation

process, are as follows:

Instructional Technology Facilitator Responsibilities:

Know and understand the North Carolina Professional Instructional Technology Facilitator

Standards.

Understand the North Carolina Instructional Technology Facilitator Evaluation Process.

Prepare for, and fully participate in, each component of the evaluation process.

Gather data, artifacts, and evidence to support performance in relation to standards and progress in

attaining goals.

Develop and implement strategies to improve personal performance/attain goals.

Principal/Evaluator Responsibilities:

Know and understand the North Carolina Professional Instructional Technology Facilitator

Standards.

Supervise the instructional technology facilitator evaluation process and ensure that all steps are

conducted according to the approved process.

Identify the instructional technology facilitator’s strengths and areas for improvement and make

recommendations for improving performance.

Ensure that the contents of the Instructional Technology Facilitator Summary Evaluation Form

contain accurate information and accurately reflect the instructional technology facilitator’s

performance.

Develop and supervise implementation of action plans as appropriate.

Figure 2 illustrates the components of the evaluation process.

Page 22

Figure 2: Instructional Technology Facilitator Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Conference

Observation

Post-Observation Conference

Summary Evaluation Conference

Professional Growth Plan

Page 23

Rubric for Evaluating North Carolina Instructional Technology Facilitators

The following rubric was developed to align with and exemplify the North Carolina Professional Instructional

Technology Facilitator Standards I-V approved by the North Carolina State Board of Education in September

2012. The rubric should be used in conjunction with the standards descriptions. The principal will use the

rubric during observations to check descriptors that describe levels of performance, and by the instructional

technology facilitator during self-assessment. Together, these materials form the core of the North Carolina

Instructional Technology Facilitator Evaluation process.

After all observations have been completed, instructional technology facilitator performance will be noted as

follows:

Not Demonstrated: Instructional technology facilitator did not demonstrate competence on or

adequate growth toward achieving standard(s) of performance. (Note: If the Not Demonstrated

rating is used, the principal/evaluator must comment about why it was used.)

Developing: Instructional technology facilitator demonstrated adequate growth toward achieving

standard(s) during the period of performance, but did not demonstrate competence on standard(s)

of performance.

Proficient: Instructional technology facilitator demonstrated basic competence on standard(s) of

performance.

Accomplished: Instructional technology facilitator exceeded basic competence on standard(s) of

performance most of the time.

Distinguished: Instructional technology facilitator consistently and significantly exceeded basic

competence on standard(s) of performance.

The developing instructional technology facilitator may exemplify the skills expected of an instructional

technology facilitator who is new to the profession or an experienced instructional technology facilitator who is

working in a new content area or grade level, or who needs a new skill in order to meet the standard. A

proficient instructional technology facilitator must exhibit the skills and knowledge described under the

Developing header as well as those under Proficient. Likewise, a distinguished instructional technology

facilitator exhibits all of the skills and knowledge described for that element across the entire row. The Not

Demonstrated rating should be used when the instructional technology facilitator is performing below

expectations and is not making adequate growth toward becoming proficient on the element. This rating is also

used when the principal is not able to check any of the descriptors for the element being rated. If an

instructional technology facilitator is rated as Not Demonstrated, then a comment must be made as to why.

Completing the Rubric and the Summary Rating Form

Self-Assessment

Early in the school year, the instructional technology facilitator will complete a self-assessment based on the

Rubric for Evaluating North Carolina Instructional Technology Facilitators. The self-assessment is a personal

reflection about one’s professional practice. It should be completed without input from others. The purposes of

the self-assessment are to provide the instructional technology facilitator an opportunity to reflect on his/her

capabilities with respect to achieving the state’s standards of performance and to contextualize anticipated levels

of performance during the school year. As a part of this process, the instructional technology facilitator should

consider past performance as well as the school characteristics for the current school year. These two factors will

help the instructional technology facilitator articulate professional development, coaching, and mentoring needs in

order to maintain or improve performance.

Page 24

At the discretion of the instructional technology facilitator, the self-assessment ratings may be used as the basis

for discussions with the evaluator in order to clarify performance expectations, set goals, plan professional

development and program changes, or provide input to the final, end-of-year ratings.

The instructional technology facilitator should complete the rubric by checking descriptors that characterize

professional practices in evidence as a part of his/her daily work. The instructional technology facilitator should

complete the self-assessment at the beginning of the school year and update it frequently throughout the year to

reflect changes to either personal performance or the school context.

Completing the Rubric Based on Observations

The evaluator will complete the Rubric for Evaluating North Carolina instructional technology facilitators during

formal and informal observations, as well as through reviews of artifacts. The evaluator checks descriptors that

are observed during the session/lesson, or as a result of review of artifacts and additional evidence. If the

evaluator is not able to mark any of the descriptors for an element, then the Not Demonstrated column is used. In

case, the evaluator must write a comment about the instructional technology facilitator’s performance and include

suggestions for improvement. During a post-observation conference, the evaluator and instructional technology

facilitator discuss and document the descriptors on which the instructional technology facilitator has demonstrated

performance as well as those on which performance was not demonstrated and for which no additional evidence

has been provided.

The evaluator should conduct at least one formal observation of the instructional technology facilitator’s

performance. Additional informal observations may be conducted throughout the year to supplement information

gained through the formal observation and to observe elements for which additional information is needed in

order to adequately and accurately rate the instructional technology facilitator’s performance.

Determining Rating Levels After Completing the Rubric

The instructional technology facilitator and evaluator should independently score each element within a

standard to determine the level of performance for that element. The instructional technology facilitator scores

the rubric as a part of the self-assessment process and the evaluator scores it as a result of observations, artifact

reviews, and other inputs. Each of the elements should be scored separately, and the individual element scores

will determine the overall score for the standard.

Each element will be scored separately, regardless of whether the assessment is completed by the Instructional

Technology Facilitator or the evaluator. The rater will then examine the individual element scores for each

standard to determine the overall score for that standard. To determine individual element ratings, the rater

should begin with the left-hand column and mark each descriptor that describes the performance of the

instructional technology facilitator during the period for which he or she is being evaluated. If the rater is not

able to mark any of the descriptors for an element, then the Not Demonstrated column is used. In such a case,

the rater must write a comment incorporating suggestions for improving performance.

The rating for each descriptor is the lowest rating for which all descriptors are marked and all descriptors below

that rating are marked. As illustrated in the exhibit entitled “Scoring the Rubric”, the instructional technology

facilitator would be rated as Proficient on element a, “instructional technology facilitators demonstrate 21st

Century leadership in the school,” even though one descriptor for Distinguished was marked. This is because

Proficient is the highest rating for which all descriptors were marked and all descriptors below it were marked.

Likewise, in the exhibit entitled “Example of How to Score the Rubric”, the instructional technology facilitator

would be rated as Proficient on element b, “Instructional technology facilitators lead an instructional technology

Page 25

program that supports 21st Century teaching and learning,” and on each of the remaining elements. This is

likely to result in an overall rating of Proficient for Standard I.

Formal and informal observations of the instructional technology facilitator’s performance should be conducted

throughout the year. Overall ratings for standards should not be determined until the end of the year during the

Summary Evaluation Conference. When an instructional technology facilitator is rated as Developing or Not

Demonstrated on any element or standard during the Summary Evaluation Conference, the evaluator should

strongly encourage the instructional technology facilitator to develop a goal to address the area(s) where

proficiency has not been reached.

Scoring the Rubric Standard I: Instructional technology facilitators demonstrate leadership.

Developing Proficient Accomplished Distinguished Not Demonstrated

(Comment Required)

Element a. Instructional technology facilitators demonstrate 21st Century leadership in the school. Instructional technology

facilitators lead in the use of 21st Century tools and skills. They promote a vision of technology-enabled teaching and learning that

includes use of best instructional practices and access to current information and technology tools. Instructional technology facilitators

understand and apply principles of adult learning to design and deliver relevant, engaging, and differentiated professional

development. They support the school and district’s overall vision for ensuring that every public school student will graduate from

high school globally competitive for work and postsecondary education and prepared for life in the 21st Century.

Understands the

school’s goals,

objectives, and

instructional

programs and how

they relate to the

instructional

technology program.

. . . and

Provides relevant and

engaging professional

development on

technology enabled

teaching and learning.

Promotes a vision for

21st Century technology

that includes:

Effective technology

enabled teaching and

learning.

All students graduating

from high school

globally competitive

and prepared for life in

the 21st Century.

. . . and

Monitors changes to

teacher behaviors

and student learning

as a result of

professional

development on

technology enabled

teaching.

. . . and

Evaluates the impact

of the technology


learning professional

development on

student achievement.

Designs and provides

a differentiated

professional

development

program on

technology enabled

teaching.

Page 26

Example of How to Score the Rubric

Rubric for Evaluating North Carolina’s Instructional Technology Facilitators Standard I: Instructional technology facilitators demonstrate leadership.


(Comment Required)






high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

Understands the

school’s goals,

objectives, and

instructional

programs and how

they relate to the

instructional

technology program.

. . . and



development on

technology enabled

teaching and learning.



that includes:



learning.

All students graduating

from high school

globally competitive

and prepared for life in

the 21st Century.

Contributes to the

development and

implementation of the

school’s goals,

objectives, and

instructional program.

. . . and

Monitors changes to

teacher behaviors


as a result of

professional

development on

technology enabled

teaching.

. . . and

Evaluates the impact

of the technology


learning professional

development on



a differentiated

professional

development program

on technology enabled

teaching.

Page 27



(Comment Required)

Element b. Instructional technology facilitators lead an instructional technology program that supports 21st Century teaching

and learning. Instructional technology facilitators collaboratively create, align, and implement programs guided by state and national

guidelines and research-based best practices. Instructional technology facilitators align program goals with local strategic plans

placing a priority on student learning and curriculum requirements. They exhibit flexibility, adaptability, and resourcefulness in an

ever-changing technology environment. The instructional technology program offers an effective teaching and learning best practices

model in the 21st Century digital conversion of the school in support of student success.

Understands the

relationship

between the

instructional

technology

program, the North

Carolina Standard

Course of Study,

and local goals and

priorities.

Understands the

nature of and

requirements for a

21st Century digital

conversion.

. . . and

Promotes and

participates in the

planning and

deployment of the 21st

Century digital

conversion, including:

Aligning the school’s

technology program

with local goals and

priorities and the

North Carolina

Standard Course of

Study.

Demonstrating

appropriate and

effective use of

available devices.

Facilitating the use of

a research-based

technology enhanced

instructional program.

. . . and

Leads the deployment

of a 21st Century digital


Evaluating and

selecting digital

tools and resources

based on best

practices and

relevant data.

Curriculum

alignment.

Coaching, co-

teaching and

mentoring school

staff.

. . . and

Ensures the success of the

school’s 21st Century digital

conversion by:

Networking with district,

state and/or national

leaders.

Advocating for resources,

policies, and procedures

needed to support the

conversion.

Page 28



(Comment Required)

Element c. Instructional technology facilitators advocate for effective instructional technology programs. Effective technology

facilitators model and apply information and technology standards as they design and implement learning experiences for both

students and educators. Combining their broad content, pedagogical and technology understanding they advance student learning,

creativity and innovation in both traditional and virtual environments.

Facilitates equitable

access to

appropriate digital


. . . and

Advocates at the school

level for:

The application of

Information and

Technology Essential

Standards in learning

experiences

Equitable access and

appropriate use of

available information

and technology

resources, including

connectivity.

Integration of content,

pedagogy, and

technology.

. . . and

Designs and

implements learning

experiences for

students and educators

by:

Modeling use of

Information and

Technology

Essential Standards

in learning

experiences.

Seeking ways to

improve content.

Providing

professional

development on the

creation of lessons

that integrate

Information

Technology

Essential Standards,


. . . and

Advocates beyond the

school level for:

Adequate instructional

technology resources.

Infusion of 21st Century

skills into all curricular

areas.

Equitable connectivity

for all students.

Page 29



(Comment Required)

Element d. Instructional technology facilitators promote and facilitate effective collaboration among educators within and

beyond the school setting. Instructional technology facilitators generate positive student outcomes by leading, modeling and

promoting effective collaborative practices that support and create an effective learning community. They demonstrate persistence,

creativity, and openness in establishing relationships and building partnerships. They review data to inform instructional planning

while collaborating to design, facilitate, and evaluate instruction based on research and best practices. They work collaboratively to

identify and select resources for curriculum support and partner with teachers to create instruction that is enhanced and enabled by

relevant and effective digital tools and resources.

Understands:

The need to

collaborate with

others.

The benefits of

positive

relationships and

partnerships.

. . . and

Establishes

relationships within

the school to support

the needs of the

learning community.

Uses school-wide data,

classroom data, and

evidence-based research

to:

Inform instructional

planning.

Support the design of

instruction.

Support instructional

delivery systems.

Participate in the

evaluation of

instruction.

Determine student

and educator

technology needs.

. . . and

Proactively engages

school staff

members in ongoing

collaborative

activities.

Uses evaluation

findings to guide

adaptations to

instruction.

Initiates

partnerships to

support the needs of

the learning

community.

. . . and

Leverages relationships

within the school and

external partnerships to

support the needs of the

learning community.

Element e. Instructional technology facilitators demonstrate high ethical standards. Instructional technology facilitators

demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Instructional technology facilitators

uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted

April 1, 1998.

Demonstrates

ethical behavior as

outlined in the Code

of Ethics for NC

Educators and the

Standards for

Professional

Conduct.

. . . and

Models best practices

in copyright, ethical

access and use of

resources, intellectual

property, and digital

citizenship.

. . . and

Promotes the use

of and trains others

to use best

practices in

copyright, ethical

access and use of

resources,

intellectual

property, and

digital citizenship.

. . . and

Participates in state

and/or national

conversations regarding

ethical access and use of



citizenship.

Page 30

Directions for Completing the Summary Rating Form

Overall ratings of standards should be determined during the Summary Evaluation Conference conducted at the

end of the year. During the Summary Evaluation Conference, the evaluator and instructional technology

facilitator discuss the self-assessment and most recent professional development plan, the components of the

North Carolina Instructional Technology Facilitator Evaluation Process completed during the year, formal and

informal observations, artifacts submitted or collected during the evaluation process and other evidence of

performance. The ratings included on the Summary/End-of-Year Rating Form should be jointly reviewed and

agreed to by the instructional technology facilitator and evaluator during the Summary Evaluation Conference.

When an instructional technology facilitator is rated Developing or Not Demonstrated, the evaluator should

strongly encourage the development of a goal to address the area(s) where proficiency has not been achieved.

It should be noted that evaluators are not required to complete the Summary Rating Form. This is provided to

demonstrate the process for determining overall ratings for elements and as a way to track performance

throughout the year.

Page 31

Example of Marking the Summary Rating Form

Summary Rating Form for

Instructional Technology Facilitators

No

t

Dem

on

stra

ted

Dev

elo

pin

g

Pro

fici

en

t

Accom

pli

shed

Dis

tin

gu

ish

ed


a. Instructional technology facilitators demonstrate 21st Century leadership in

the schools.

b. Instructional technology facilitators lead an instructional technology

program that supports 21st Century teaching and learning.

c. Instructional technology facilitators advocate for effective instructional

technology programs.

d. Instructional technology facilitators promote and facilitate effective

collaboration among educators within and beyond the school setting.

e. Instructional technology facilitators demonstrate high ethical standards.

Overall Rating for Standard I

Standard II. Instructional technology facilitators build a learning environment that meets the instructional

needs of all students.

a. Instructional technology facilitators establish a participatory learning

environment that meets the instructional needs of all students.

b. Instructional technology facilitators seamlessly integrate content-area

curricula with 21st Century content, effective pedagogical practices, universal

design principles, and appropriate technology applications for all learners.

Overall Rating for Standard II

Standard III: Instructional technology facilitators facilitate the implementation of a comprehensive 21st


a. Instructional technology facilitators serve as a specialist, fostering the

effective use of digital tools and resources for constructing and sharing

knowledge using inquiry-based instruction.

Overall Rating for Standard III



a. Instructional technology facilitators use effective pedagogy to infuse the

curriculum with 21st Century content and tools.

b. Instructional technology facilitators know the content appropriate to their

teaching specialty.

c. Instructional technology facilitators model, share, and promote effective

principles of teaching and learning.

Overall Rating for Standard IV

Standard V: Instructional technology facilitators actively reflect on their practice.

a. Instructional technology facilitators analyze student learning.

b. Instructional technology facilitators link professional growth to their

professional goals.

c. Instructional technology facilitators function effectively in a complex,

dynamic environment

Overall Rating for Standard V

Page 32

Glossary

For purposes of this evaluation process, the following terms are defined below:

Action Plan–A plan developed by a principal/supervisor with input from the instructional technology facilitator

for the purpose of articulating specific actions and outcomes needed in order to improve the instructional

technology facilitator’s performance. Action plans are developed and administrated under guidelines provided

by each LEA.

Artifact–A product resulting from an instructional technology facilitator’s work. Artifacts are natural by-

products of an instructional technology facilitator’s work and are not created for the purpose of satisfying

evaluation requirements. Artifacts are used only when the evaluator and instructional technology facilitator

disagree on the final rating. instructional technology facilitators may use them as exemplars of their work.

Examples of artifacts include these:

a. Daily Plans–An instructional technology facilitator’s daily plans that demonstrate integration of

21st Century skills and coverage of North Carolina’s Standard Course of Study.

b. Professional Development–Staff development, based on research, data, practice and reflection

that focused on deepening knowledge and pedagogical skills in a collegial and collaborative

environment.

c. Student Achievement Data–Student achievement/testing data available from the North Carolina

School Report Card (see www.ncschoolreportcard.org).

d. Student Dropout Data–Data about grade 9–12 students who drop out of high school (see

www.ncpublicschools.org/research/dropouts/reports).

e. School Improvement Plan–A plan that includes strategies for improving student performance,

how and when improvements will be implemented, use of state funds, requests for waivers, etc.

Plans are in effect for no more than three years. instructional technology facilitators should be

able to demonstrate their participation in the development of the plan and/or their active support

of the plan.

f. School Improvement Team–A team made up of the school executive and representatives of

administration, instructional personnel, instructional support personnel, instructional technology

facilitators, and parents of children enrolled in the school. The team’s purpose is to develop a

school improvement plan to strengthen student performance.

Code of Ethics for North Carolina Educators–The standards of professional conduct required of educators.

See Appendix A.

Code of Professional Practice and Conduct for North Carolina Educators–The uniform standards of

professional conduct for licensed professional educators. See Appendix A.

Data–Factual information used as the basis for reasoning, discussion, or planning.

Evaluator–The person responsible for overseeing and completing the instructional technology facilitator

evaluation process. This is usually the school principal, but it may be someone who is designated by the

principal to assume these responsibilities.

Evidence–Documents that demonstrate or confirm the work of the person being evaluated and support the

rating on a given element.

http://www.ncschoolreportcard.org/

http://www.ncpublicschools.org/research/dropouts/reports

Page 33

Formal Evaluation Process–The process of evaluating an instructional technology facilitator using the

following essential components:

a. Training – Before participating in the evaluation process, all instructional technology

facilitators, principals, and peer evaluators must complete training on the evaluation process.

b. Orientation–Within two weeks of an instructional technology facilitator’s first day of work in

any school year, the principal will provide the instructional technology facilitator with a copy of,

or directions for, obtaining access to a copy of the following: a) Rubric for Evaluating North

Carolina Instructional Technology Facilitators, b) state board policy governing instructional

technology facilitator evaluations, and c) a schedule for completing all the components of the

evaluation process. Copies may be provided by electronic means. While a formal meeting is not

required, supervisors may choose to hold this orientation as a group meeting at the beginning of

each school year and/or individually as staff are added throughout the year.

c. Instructional Technology Facilitator Self-Assessment – Using the Rubric for Evaluating North

Carolina Instructional Technology Facilitators, the instructional technology facilitator shall rate

his or her own performance at the beginning of the year and reflect on his or her performance

throughout the year. This will also be used during the post-observation conference.

d. Pre-Observation Conference–Before the first formal observation, the evaluator shall meet with

the instructional technology facilitator to discuss the self-assessment based on the Rubric for

Evaluating North Carolina Instructional Technology Facilitators, the instructional technology

facilitator’s most recent professional growth plan, and the lesson(s) to be observed. The

instructional technology facilitator will provide the evaluator with a written description of the

lesson(s). The goal of this conference is to prepare the evaluator for the observation. Pre-

observation conferences are not required for subsequent observations.

e. Observations:

i. Formal Observation–A formal observation shall last 45 minutes or an entire

session/lesson.

ii. Informal Observation–An informal observation may take place as an evaluator visits

classrooms, helps a student, or drops in on the instructional technology facilitator’s

session for a minimum of 20 minutes in one sitting.

f. Post-Observation Conference–During the post-observation conference, the evaluator and

instructional technology facilitator shall discuss and document on the rubric the strengths and

weaknesses of the instructional technology facilitator’s performance during the observed lesson.

g. Summary Evaluation Conference and Summary Rating Form–The conference between the

evaluator and instructional technology facilitator to discuss the instructional technology

facilitator’s self-assessment, the instructional technology facilitator’s most recent professional

development plan, the components of the North Carolina Instructional Technology Facilitator

Evaluation Process completed during the year, classroom observations, artifacts submitted or

collected during the evaluation process and other evidence of the instructional technology

facilitator’s performance on the rubric. At the conclusion of the process, the evaluator shall

complete the Instructional Technology Facilitator Summary Rating Form.

h. Professional Growth Plans – Every instructional technology facilitator will use a professional

growth plan to identify goals and strategies to improve performance.

Performance Rating Scale–The following rating scale will be used for determining the final evaluation rating

for North Carolina instructional technology facilitators:

a. Not Demonstrated: Instructional technology facilitator did not demonstrate competence on or

adequate growth toward achieving standard(s) of performance. (Note: If the Not Demonstrated

rating is used, the evaluator must comment about why it was used.)

Page 34

b. Developing: Instructional technology facilitator demonstrated adequate growth toward achieving

standard(s) during the period of performance, but did not demonstrate competence on standard(s)

of performance.

c. Proficient: Instructional technology facilitator demonstrated basic competence on standard(s) of

performance.

d. Accomplished: Instructional technology facilitator exceeded basic competence on standard(s) of

performance most of the time.

e. Distinguished: Instructional technology facilitator consistently and significantly exceeded basic

competence on standard(s) of performance.

Probationary Instructional Technology Facilitators – Instructional technology facilitators who have not yet

been granted Career Status in their current North Carolina school district.

Rubric for Evaluating North Carolina Instructional Technology Facilitators– A composite matrix of the

following standards, elements, and descriptors of the North Carolina Instructional Technology Facilitator

Standards:

a. Performance Standard – The distinct aspect of instructional technology or realm of activities

that form the basis for the evaluation of an instructional technology facilitator.

b. Performance Elements – The subcategories of performance embedded within the performance

standard.

c. Performance Descriptors – The specific performance responsibilities embedded within the

components of each performance standard.

School Executives – Principals and assistant principals licensed to work in North Carolina.

Self-assessment –Personal reflection about one’s professional practice to identify strengths and areas for

improvement conducted without input from others. Purposes of the self-assessment are to clarify performance

expectations, guide discussions about goal-setting and professional development and program needs, and

provide input to the final ratings.

Instructional Technology Facilitator – A person who holds a valid North Carolina Instructional Technology

Facilitator license and is employed to provide instructional technology services in North Carolina’s public

schools.

Training – State-approved and sponsored training on the instructional technology facilitator rubric and

evaluation process required of all instructional technology facilitator and individuals responsible for their

evaluation.

Twenty-first Century content: Global awareness, financial, economic, business, and entrepreneurial literacy;

civic literacy; and health and wellness awareness.

Twenty-first Century life skills: Instructional technology facilitators incorporate 21 Century life skills

deliberately, strategically, and broadly into their services. These skills include leadership, ethics, accountability,

adaptability, personal productivity, personal responsibility, interpersonal skills, self-direction, and social

responsibility.

Page 35

Appendix A: Codes of Ethics

Code of Ethics for North Carolina Educators


Page 36

Code of Ethics for North Carolina Educators

Adopted by the State Board of Education June 5, 1997

Preamble

The purpose of this Code of Ethics is to define standards of professional conduct. The responsibility to

teach and the freedom to learn, and the guarantee of equal opportunity for all are essential to the achievement of

these principles. The professional educator acknowledges the worth and dignity of every person and

demonstrates the pursuit of truth and devotion to excellence, acquires knowledge, and nurtures democratic

citizenship. The educator strives to maintain the respect and confidence of colleagues, students, parents and

legal guardians, and the community, and to serve as an appropriate role model. The educator exemplifies a

commitment to the teaching and learning processes with accountability to the students, maintains professional

growth, exercises professional judgment, and personifies integrity. To uphold these commitments, the educator:

I. Commitment to the Student

A. Protects students from conditions within the educator’s control that circumvent learning or are

detrimental to the health and safety of students.

B. Maintains an appropriate relationship with students in all settings; does not encourage, solicit, or

engage in a sexual or romantic relationship with students, nor touch a student in an inappropriate

way for personal gratification, with intent to harm, or out of anger.

C. Evaluates students and assigns grades based upon the students’ demonstrated competencies and

performance.

D. Disciplines students justly and fairly and does not deliberately embarrass or humiliate them.

E. Holds in confidence information learned in professional practice except for professional reasons

or in compliance with pertinent regulations or statutes.

F. Refuses to accept significant gifts, favors, or additional compensation that might influence or

appear to influence professional decisions or actions.

II. Commitment to the School and School System

A. Utilizes available resources to provide a classroom climate conducive to learning and to promote

learning to the maximum possible extent.

B. Acknowledges the diverse views of students, parents and legal guardians, and colleagues as they

work collaboratively to shape educational goals, policies, and decisions; does not proselytize for

personal viewpoints that are outside the scope of professional practice.

C. Signs a contract in good faith and does not abandon contracted professional duties without a

substantive reason

D. Participates actively in professional decision-making process and supports the expression of

professional opinions and judgments by colleagues in decision making processes or due process

proceedings.

E. When acting in an administrative capacity:

Page 37

1. Acts fairly, consistently, and prudently in the exercise of authority with colleagues,

subordinates, students, and parents and legal guardians.

2. Evaluates the work of other educators using appropriate procedures and established statutes

and regulations.

3. Protects the rights of others in the educational setting, and does not retaliate, coerce, or

intentionally intimidate others in the exercise of rights protected by law.

4. Recommends a person for employment, promotion, or transfer according to their professional

qualifications, the needs and policies of the LEA, and according to the law.

III. Commitment to the Profession

A. Provides accurate credentials and information regarding licensure or employment and does not

knowingly assist others in providing untruthful information.

B. Takes action to remedy an observed violation of the Code of Ethics for North Carolina Educators

and promotes understanding of the principles of professional ethics.

C. Pursues growth and development in the practice of the profession and uses that knowledge in

improving the educational opportunities, experiences, and performance of students and

colleagues.

Page 38


The North Carolina State Board of Education (SBE) has adopted rules to establish uniform standards of

professional conduct for licensed professional educators throughout the state. These rules have been

incorporated into Title 16 of the North Carolina Administrative Code and have the effect of law. These rules

shall be the basis for State Board of Education review of performance of professional educators and are binding

on every person licensed by the State Board of Education. Violation of the standards shall subject an educator to

investigation and possible disciplinary action by the State Board of Education or local school district.

SECTION .0600 - Code of Professional Practice and Conduct for North Carolina Educators

16 NCAC 6C.0601 - The Purpose and Applicability of the Rules of Professional Conduct for Educators

The purpose of these rules is to establish and uphold uniform standards of professional conduct for licensed

professional educators throughout the State. These rules shall be binding on every person licensed by the SBE,

hereinafter referred to as “educator” or “professional educator,” and the possible consequences of any willful

breach shall include license suspension or revocation. The prohibition of certain conduct in these rules shall not

be interpreted as approval of conduct not specifically cited.

History Note: Authority G.S. 115C-295.3;

Eff. April 1, 1998.

16 NCAC 6C.0602 - The Standards of Professional Conduct for NC Educators

The standards listed in this Section shall be generally accepted for the education profession and shall be the

basis for State Board review of performance of professional educators. These standards shall establish

mandatory prohibitions and requirements for educators. Violation of these standards shall subject an educator to

investigation and disciplinary action by the SBE or LEA.

Professional educators shall adhere to the standards of professional conduct contained in this Rule. Any

intentional act or omission that violates these standards is prohibited.

1. Generally recognized professional standards. The educator shall practice the professional

standards of federal, state, and local governing bodies.

2. Personal conduct. The educator shall serve as a positive role model for students, parents, and the

community. Because the educator is entrusted with the care and education of small children and

adolescents, the educator shall demonstrate a high standard of personal character and conduct.

3. Honesty. The educator shall not engage in conduct involving dishonesty, fraud, deceit, or

misrepresentation in the performance of professional duties including the following:

a. Statement of professional qualifications;

b. Application or recommendation for professional employment, promotion, or licensure;

c. Application or recommendation for college or university admission, scholarship, grant,

academic award, or similar benefit;

d. Representation of completion of college or staff development credit;

e. Evaluation or grading of students or personnel;

f. Submission of financial or program compliance reports submitted to state, federal, or other

governmental agencies;

g. Submission of information in the course of an official inquiry by the employing LEA or the

SBE related to facts of unprofessional conduct, provided, however, that an educator shall be

given adequate notice of the allegations and may be represented by legal counsel; and

h. Submission of information in the course of an investigation by a law enforcement agency,

child protective services, or any other agency with the right to investigate, regarding school-

Page 39

related criminal activity; provided, however, that an educator shall be entitled to decline to

give evidence to law enforcement if such evidence may tend to incriminate the educator as

that term is defined by the Fifth Amendment to the U.S. Constitution.

4. Proper remunerative conduct. The educator shall not solicit current students or parents of

students to purchase equipment, supplies, or services from the educator in a private remunerative

capacity. An educator shall not tutor for remuneration students currently assigned to the

educator’s classes, unless approved by the local superintendent. An educator shall not accept any

compensation, benefit, or thing of value other than the educator’s regular compensation for the

performance of any service that the educator is required to render in the course and scope of the

educator’s employment. This Rule shall not restrict performance of any overtime or

supplemental services at the request of the LEA; nor shall it apply to or restrict the acceptance of

gifts or tokens of minimal value offered and accepted openly from students, parents, or other

persons in recognition or appreciation of service.

5. Conduct with students. The educator shall treat all students with respect. The educator shall not

commit any abusive act or sexual exploitation with, to, or in the presence of a student, whether or

not that student is or has been under the care or supervision of that educator, as defined below:

a. Any use of language that is considered profane, vulgar, or demeaning;

b. Any sexual act;

c. Any solicitation of a sexual act, whether written, verbal, or physical;

d. Any act of child abuse, as defined by law;

e. Any act of sexual harassment, as defined by law; and

f. Any intentional solicitation, encouragement, or consummation of a romantic or physical

relationship with a student, or any sexual contact with a student. The term “romantic

relationship” shall include dating any student.

6. Confidential information. The educator shall keep in confidence personally identifiable

information regarding students or their family members that has been obtained in the course of

professional service, unless disclosure is required or permitted by law or professional standards,

or is necessary for the personal safety of the student or others.

7. Rights of others. The educator shall not willfully or maliciously violate the constitutional or civil

rights of a student, parent/legal guardian, or colleague.

8. Required reports. The educator shall make all reports required by Chapter 115C of the North

Carolina General Statutes.

9. Alcohol or controlled substance abuse. The educator shall not:

a. Be under the influence of, possess, use, or consume on school premises or at a school-

sponsored activity a controlled substance as defined by N.C. Gen. Stat./90-95, the Controlled

Substances Act, without a prescription authorizing such use;

b. Be under the influence of, possess, use, or consume an alcoholic beverage or a controlled

substance on school premises or at a school-sponsored activity involving students; or

c. Furnish alcohol or a controlled substance to any student except as indicated in the

professional duties of administering legally prescribed medications.

d. Compliance with criminal laws. The educator shall not commit any act referred to in G.S.

115C-332 and any felony under the laws of the United States or of any state.

Page 40

10. Public funds and property. The educator shall not misuse public funds or property, funds of a

school-related organization, or colleague’s funds. The educator shall account for funds collected

from students, colleagues, or parents/legal guardians. The educator shall not submit fraudulent

requests for reimbursement, expenses, or pay.

11. Scope of professional practice. The educator shall not perform any act as an employee in a

position for which licensure is required by the rules of the SBE or by Chapter 115C or the North

Carolina General Statutes during any period in which the educator’s license has been suspended

or revoked.

12. Conduct related to ethical violations. The educator shall not directly or indirectly use or threaten

to use any official authority or influence in any manner that tends to discourage, restrain,

interfere with, coerce, or discriminate against any subordinate or any licensee who in good faith

reports, discloses, divulges, or otherwise brings to the attention of an LEA, the SBE, or any other

public agency authorized to take remedial action, any facts or information relative to actual or

suspected violation of any law regulating the duties of persons serving in the public school

system including but not limited to these Rules.

History Note: Authority G.S. 115C-295.3;

Eff. May 1, 1998.

Page 41

Appendix B: Forms

Rubric for Evaluating North Carolina’s Instructional Technology Facilitators

Summary Rating Sheet

Instructional Technology Facilitator Summary Rating Form


Record of Instructional Technology Facilitator Evaluation Activities

Page 42

Rubric for Evaluating North Carolina’s Instructional Technology Facilitators



(Comment Required)






high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

Understands the

school’s goals,

objectives, and

instructional

programs and how

they relate to the

instructional

technology

program.

. . . and



development on

technology enabled

teaching and

learning.



that includes:



learning.

All students

graduating from high

school globally

competitive and

prepared for life in

the 21st Century.

Supports the

implementation of the

school(s) goals,

objectives, and

instructional

program.

. . . and

Monitors changes to

teacher behaviors


as a result of

professional

development on

technology enabled

teaching.

. . . and

Evaluates the

impact of the

technology enabled

teaching and learning

professional

development on



a differentiated

professional

development program

on technology enabled

teaching.

Page 43



(Comment Required)

Element b. Instructional technology facilitators lead an instructional technology program that supports 21st Century teaching

and learning. Instructional technology facilitators collaboratively create, align, and implement programs guided by state and national

guidelines and research-based best practices. Instructional technology facilitators align program goals with local strategic plans

placing a priority on student learning and curriculum requirements. They exhibit flexibility, adaptability, and resourcefulness in an

ever-changing technology environment. The instructional technology program offers an effective teaching and learning best practices

model in the 21st Century digital conversion of the school in support of student success.

Understands the

relationship

between the

instructional

technology

program, the

North Carolina

Standard Course

of Study, and

local goals and

priorities.

Understands the

nature of and

requirements for a

21st Century

digital

conversion.

. . . and

Promotes and

participates in the

planning and

deployment of the 21st

Century digital


Aligning the

school(s) and/or

district technology

program with local

goals and priorities

and the North

Carolina Standard

Course of Study.

Demonstrating

appropriate and

effective use of

available devices.

Facilitating the use

of a research-based

technology

enhanced

instructional

program.

. . . and

Leads the deployment

of a 21st Century digital


Evaluating and

recommending

digital tools and

resources based on

best practices and

relevant data.

Curriculum

alignment.

Coaching, co-

teaching and

mentoring school

staff.

. . . and

Ensures the success of the

school’s 21st Century digital

conversion by:

Networking with

district, state and/or

national leaders.

Advocating for

resources, policies, and

procedures needed to

support the conversion.

Page 44



(Comment Required)

Element c. Instructional technology facilitators advocate for effective instructional technology programs. Effective technology

facilitators model and apply information and technology standards as they design and implement learning experiences for both

students and educators. Combining their broad content, pedagogical and technology understanding they advance student learning,

creativity and innovation in both traditional and virtual environments.

Facilitates

equitable access

to appropriate

digital tools and

resources.

. . . and

Advocates at the school

level for:

The application of

Information and

Technology

Essential Standards

in learning

experiences.

Equitable access and

appropriate use of

available

information and

technology

resources, including

connectivity.

Integration of

content, pedagogy,

and technology.

. . . and

Designs and

implements learning

experiences for

students and educators

by:

Modeling use of

Information and

Technology

Essential

Standards in

learning.

experiences.

Seeking ways to

improve content.

Providing

professional

development on the

creation of lessons

that integrate

Information and

Technology

Essential

Standards, tools

and resources.

. . . and

Advocates beyond the

school level for:

Adequate instructional

technology resources.

Infusion of 21st Century

skills into all curricular

areas.

Equitable connectivity

for all students.

Page 45



(Comment Required)

Element d. Instructional technology facilitators promote and facilitate effective collaboration among educators within and

beyond the school setting. Instructional technology facilitators generate positive student outcomes by leading, modeling and

promoting effective collaborative practices that support and create an effective learning community. They demonstrate persistence,

creativity, and openness in establishing relationships and building partnerships. They review data to inform instructional planning

while collaborating to design, facilitate, and evaluate instruction based on research and best practices. They work collaboratively to

identify and select resources for curriculum support and partner with teachers to create instruction that is enhanced and enabled by

relevant and effective digital tools and resources.

Understands:

The need to

collaborate with

others.

The benefits of

positive

relationships and

partnerships.

. . . and

Establishes

relationships within

the school to

support the needs of

the learning

community.

Uses school, classroom,

and/or district data and

evidence-based research

to:

Inform instructional

planning.

Support the design

of instruction.

Support

instructional

delivery systems.

Participate in the

evaluation of

instruction.

Determine student

and educator

technology needs.

. . . and

Proactively

engages school

staff members in

ongoing

collaborative

activities.

Uses evaluation

findings to guide

adaptations to

instruction.

Initiates

partnerships to

support the needs

of the learning

community.

. . . and

Leverages relationships

within the school and

external partnerships to

support the needs of the

learning community.

Element e. Instructional technology facilitators demonstrate high ethical standards. Instructional technology facilitators

demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Instructional technology facilitators

uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted

April 1, 1998.

Demonstrates

ethical behavior

as outlined in the

Code of Ethics

for NC Educators

and the Standards

for Professional

Conduct.

. . . and

Models best

practices in

copyright, ethical

access and use of

resources,

intellectual


citizenship.

. . . and

Promotes the use

of and trains others

to use best

practices in

copyright, ethical

access and use of

resources,

intellectual

property, and

digital citizenship.

. . . and

Participates in state

and/or national

conversations regarding

ethical access and use of



citizenship.

Page 46

Examples of Artifacts that May Be Used to Support Ratings:

Professional development documentation

Participation in professional learning communities

Participation in school improvement team

Opportunities for collaboration

Needs assessments/surveys/benchmarks

Aligned lesson plans

Membership in instructional technology professional organizations/groups/forums

Plan/procedure/calendar for equal access to technology resources

Ethical and safe use of resource examples (student projects with resources, lesson plans, professional development)

Documentation of conference presentations

Evaluator Comments (Required for ratings of Not Demonstrated and Developing, recommended for all other ratings:

Comments of Person Being Evaluated (Optional):

Page 47

Standard II. Instructional technology facilitators build a learning environment that meets the instructional needs of all

students.


(Comment Required)

Element a. Instructional technology facilitators establish a participatory learning environment that facilitates collaboration

among all members of the learning community and honors diversity. Using 21st Century tools and resources, instructional

technology facilitators encourage active learning, promote collaboration, and provide flexibility to accommodate multiple learning

styles, work strategies and abilities. Instructional technology facilitators foster relationships with and between students while applying

a global perspective and meeting the learning needs of a diverse student population.

Demonstrates an

awareness and

understanding of

how diversity

impacts student

learning.

Identifies

information and

technology

resources that

reflect students’

diversity, personal

interests, and

learning needs.

. . . and

Fosters global

literacy awareness

and cultural

understanding.

Uses 21st Century tools

and resources to:

Encourage

participatory

learning.

Promote

collaboration.

Accommodate

multiple learning

styles, work

strategies and

abilities.

. . . and

Enables students to

develop global

perspectives.

Mentors teachers in

the use of resources

and instructional

strategies to meet

the needs of a

diverse population

of students.

. . . and

Collaboratively

reviews and refines

education programs

to meet the needs

of a diverse student

population.

Leverages school

level relationships

and partnerships to

gain district

support for revised

education

programs.

Element b. Instructional technology facilitators seamlessly integrate content-area curricula with 21st Century content,

,

effective pedagogical practices, universal design principles, and appropriate technology applications for all learners.

Instructional technology facilitators model and promote the seamless and ubiquitous integration of content and technology tools and

resources to meet widely diverse student needs. Instructional technology facilitators are a constant in the learning environment of the

student over time. As such, they have a unique opportunity to gain a more holistic view of students, understand learners as they

progress through each developmental stage, and encourage learners to cultivate creativity and critical thinking habits.

Understands

universal design

principles.

Understands the

developmental

stages of students.

. . . and

Implements universal

design principles to

meet the needs of all

learners.

Considers the

developmental stages

of students in the

delivery of services

to teachers.

. . . and

Promotes the

effective use of

universal design

principles.

Collaborates with

school staff to design

differentiated and

developmentally

appropriate lessons.

. . . and

Advocates for the

consistent use of

universal design

principles.

Provides leadership

beyond the school

community to

apply technology

along the

developmental

continuum.

Page 48


Documents written for listservs

Technology fairs/nights

Online course creation (Moodle, etc.)

Participation in professional learning communities and other collaborative learning environments

Lessons that are differentiated and apply a global perspective

Documentation of holistic understanding of students over time

Student interest inventories

Student learning style assessments



Page 49

Standard III. Instructional technology facilitators facilitate the implementation of a comprehensive 21st Century instructional

technology program.


(Comment Required)

Element a. Instructional technology facilitators serve as a specialist, fostering the effective use of digital tools and resources for

constructing and sharing knowledge using inquiry-based instruction. Instructional technology facilitators use creative strategies

to promote the available digital tools and resources as well as the special skills and expertise of the technology facilitator. They

demonstrate flexibility to make their skills and expertise, as well as school technology resources, readily available to and easily

accessible to all members of the school community. They help learners become discerning and effective users of digital resources and

tools promoting the seamless integration of technology to meet curricular goals. Instructional technology facilitators encourage

teachers and students to apply an inquiry-based approach to learning and they actively support instructional practices and pedagogy

that promote creativity and critical thinking. They promote digital citizenship and guide students to build a positive academic digital

footprint. They model the effective use of new and emerging technologies. They also collaboratively develop technology program

policies and procedures that respect and meet the needs of a diverse school community and facilitate access to equitable digital tools

and resources.

Understands:

Inquiry-based

instruction.

The nature and

impact of a digital

footprint.

. . . and

Guides students and/or

educators to:

Build positive

academic digital

footprints.

Use technology

resources

appropriately.

Respect themselves

and others when

using technology.

Understand the long-

term consequences

of their actions in

digital environments.

Understand the rights

and responsibilities

associated with

technology use.

. . . and

Guides school staff

in monitoring and

refining procedures

regarding the

appropriate use of

technology.

Supports use of inquiry-

based learning by:

Making tools and

resources readily

available.

Making their

knowledge and

expertise available

to students and

staff.

Promoting

creativity and

critical thinking.

. . . and

Models:

Effective use of

new and innovative

technologies.

Application of 21st

Century skills.

Integration of

inquiry-based

strategies into day-

to-day work.

Page 50


Minutes from professional learning community and school improvement team meetings

Documentation of informal training and mentoring activities

Lessons that use appropriate resources, tools, and skills to produce inquiry-based learning



Page 51

Standard III. Instructional technology facilitators demonstrate knowledge of learners and learning and promote effective

instructional practices in a 21st Century learning environment.

Developing Proficient Accomplished Distinguished

Not

Demonstrated (Comment

Required)

Element a. Instructional technology facilitators use effective pedagogy to infuse the curriculum with 21st Century content and

tools. Instructional technology facilitators understand and apply research-based pedagogical strategies to design and facilitate

rigorous, relevant, and engaging differentiated instruction. Instructional technology facilitators are knowledgeable of learning styles,

stages of human growth and development, and cultural influences on learning. They support the learning of all members of the school

community, including those with diverse learning styles, physical and intellectual abilities, and needs. They effectively facilitate the

integration of 21st Century skills, particularly technology use, and instructional design, delivery, and assessment. Instructional

technology facilitators creatively infuse content-area instruction with 21st Century skills.

Understands how to use:

Accepted pedagogy.

Instructional design

principles.

Appropriate

assessment methods.

Technology to

differentiate

instruction.

. . . and

Facilitates the use of:

Accepted

pedagogy.

Instructional

design principles.

Appropriate

assessment

methods.

Supports teachers in the

use of technology to

deliver differentiated

instruction that

addresses students

with:

Diverse learning

styles.

Varying physical

and intellectual

abilities and needs.

. . . and

Facilitates the design and

delivery of differentiated

instruction guided by:

Integration of universal

design principles into

instruction.

Instructional strategies

that promote mastery of

21st Century skills and

content.

. . . and

Advocates for the

implementation of a

universal design

model school-wide.

Disseminates

information about

how to infuse the

curriculum with 21st

Century content and

tools beyond the

school community.

Element b. Instructional technology facilitators know the content appropriate to their teaching specialty. Instructional

technology facilitators model digital literacy and safety, and the ethical use of information and technology utilizing best practices and

relevant research-based methods and techniques. They articulate the value and importance of the North Carolina Standard Course of

Study to members of the school community. They assist teachers in seamlessly integrating technology into curriculum-based lessons

and instructional units and providing 21st Century learning experiences. They collaborate with other educators to design and facilitate

use of innovative technology assisted student outcome measurement systems.

Possesses:

Information and

technology skills.

Knowledge of

research-based

methods and

techniques.

Skills necessary to

collaborate with

school staff.

. . . and

Models digital

literacy and safety.

Assists teachers in

the integration of

technology into

classroom

instructional

strategies.

. . . and

Collaboratively designs

individualized and

technology enabled

classroom instructional

strategies.

. . . and

Disseminates

information of

technology enabled

classroom

instructional

strategies beyond the

school community.

Standard IV. Instructional technology facilitators demonstrate knowledge of learners and learning and promote effective instructional

practices in a 21st Century learning environment.


(Comment Required)

Element c. Instructional technology facilitators model, share, and promote effective principles of teaching and learning. They

use a variety of instructional strategies and assessment tools to model and promote digital-age learning experiences and apply their

expertise to coach others in collaboration, digital literacy, 21st Century communication, inquiry-based learning, and digital citizenship.

Instructional technology facilitators demonstrate and facilitate the effective use of 21st Century tools and resources to encourage

meaningful and authentic learning experiences. They facilitate access to information, resources, and ongoing support to assist teachers

in implementing research-based best practices using 21st Century tools and resources.

Understands

digital-age

learning

experiences.

. . . and

Applies expertise in

digital-age learning to

coach school staff in:

Digital literacy.

21st Century

communication.

Inquiry-based

learning.

Digital citizenship.

Digital safety.

. . . and

Collaborates with other

school staff to design

and implement:

Digital-age learning

experiences for all

students.

Meaningful and

authentic

technology enabled

learning

experiences.

. . . and

Fosters the

development of

professional

learning networks

to promote digital-

age learning.


Student-centered content

Assessment data

Usage data

School Technology Plan

Policies and Procedures Manual

Collaboratively produced lesson and unit plan

Professional development plans

Minutes of professional/electronic learning community meetings

Reflective journaling

Blogs

Articles written by instructional technology facilitator

Listservs

Newsletters

Examples of lessons

Leadership in adherence to local, state, and federal policies and laws related to digital safety

Parent and student acceptable and responsible use policies



North Carolina Instructional Technology Facilitator Evaluation Process 53


Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required)

Element a. Instructional technology facilitators use formative and summative assessments to collaboratively analyze data and

evaluate other indicators of student learning to inform instruction.

Thinks

systematically and

critically about

the impact of the

instructional

technology

program on

student

achievement.

. . . and

Supports the development

of classroom instruction

based on:

Analysis of formative

and summative

assessment student data.

Instructional technology

program plans. Evidence based best

practices.

. . . and

Advocates for

changes to the

school technology

program guided by

findings from data

analyses.

. . . and

Leverages

resources to

implement changes

to the school’s

instructional

technology

program.

Element b. Instructional technology facilitators link professional growth to their professional goals. Instructional technology

facilitators actively seek professional development to help them maintain a leadership role as a teacher, technology specialist, and

coach in the use of current and emerging technologies. They complete professional development and participate in local and global

professional learning communities to explore creative applications and enhancements for improving professional practice and student

learning.

Understands the

need for

professional

development to

improve

leadership skills

and professional

practice.

. . . and

Completes professional

development in the use

of current and

emerging technologies.

Participates in school

and/or district level

professional learning

communities

throughout the school

year.

. . . and

Pursues

professional

development

opportunities

outside the school

and/or district to

enhance

professional

practice.

. . . and

Participates in

global professional

learning

communities to

improve

professional

practice and

student learning.

Element c. Instructional technology facilitators function effectively in a complex, dynamic environment. Instructional

technology facilitators demonstrate leadership and flexibility in adapting to a rapidly changing information and technology

environment. They act as leaders in coaching teachers, administrators, and students to thrive in a complex technology landscape. They

continuously seek current best practices and adapt their professional practice based on research and student data to support school

goals.

Understands:

The rapidly

changing

information and

technology

environment.

The need to be

flexible,

adaptable, and

resourceful.

. . . and

Uses findings from

evidence-based

research to improve

professional practices.

Adapts professional

practice to the

changing technology

environment.

Stays current with

evolving research

about the changing

information and

technology

environment.

. . . and

Monitors the

impact of

implementation of

new technology

strategies.

. . . and

Applies findings of

monitoring

activities to adapt

the instructional

technology

program.



Self-assessment

Documentation of continuing education – articles, conferences

Feedback from supervisor, students, parents, community members, colleagues

Professional development syllabi

Professional Growth Plan

Evaluation tool

Student outcome data with data analysis

Action research documentation

Logs

Memberships in professional organizations

Formative and summative assessments

Student and school needs assessments

Members of school professional learning teams




Rubric Signature Page

_______________________________________ ____________________

Instructional Technology Facilitator’s Signature Date

_______________________________________ ____________________

Principal/Evaluator Signature Date

Comments Attached: _____YES _____NO

_______________________________________ ____________________

Principal/Evaluator Signature Date (Signature indicates question above regarding comments has been addressed.)

Note: The instructional technology facilitator’s signature on this form represents neither acceptance nor approval of the report. It does, however,

indicate that the instructional technology facilitator has reviewed the report with the evaluator and may reply in writing. The signature of the

principal or evaluator verifies that the report has been reviewed and that the proper process has been followed according to the North Carolina

State Board of Education Policy for the Instructional Technology Facilitator process.


Summary Rating Sheet (Optional)

This form summarized ratings from the rubric or observation form and requires the rater to provide a description of areas

needing improvement and comments about performance. It should be completed as part of the Summary Evaluation

discussions conducted near the end of the year. It should be used to summarize self-assessment and evaluator ratings.

Name:___________________________________________ Date: _____________________________

School: _________________________________________ District: ____________________________

Evaluator: _______________________________________ Title: ______________________________

Summary Rating Form for

Instructional Technology Facilitators

No

t

Dem

on

stra

ted

Dev

elo

pin

g

Pro

fici

en

t

Accom

pli

shed

Dis

tin

gu

ish

ed


a. Instructional technology facilitators demonstrate 21st Century leadership in the

schools.

b. Instructional technology facilitators lead an instructional technology program that

supports 21st Century teaching and learning.

c. Instructional technology facilitators advocate for effective instructional

technology programs.

d. Instructional technology facilitators promote and facilitate effective collaboration

among educators within and beyond the school setting.

e. Instructional technology facilitators demonstrate high ethical standards.

Overall Rating for Standard I

Standard II. Instructional technology facilitators build a learning environment that meets the instructional

needs of all students.

a. Instructional technology facilitators establish a participatory learning

environment that meets the instructional needs of all students.

b. Instructional technology facilitators seamlessly integrate content-area curricula

with 21st Century content, effective pedagogical practices, universal design

principles, and appropriate technology applications for all learners.




a. Instructional technology facilitators serve as a specialist, fostering the effective

use of digital tools and resources for constructing and sharing knowledge using

inquiry-based instruction.




a. Instructional technology facilitators use effective pedagogy to infuse the

curriculum with 21st Century content and tools.

b. Instructional technology facilitators know the content appropriate to their

teaching specialty.

c. Instructional technology facilitators model, share, and promote effective

principles of teaching and learning.




b. Instructional technology facilitators link professional growth to their professional

goals.

c. Instructional technology facilitators function effectively in a complex, dynamic

environment



Instructional Technology Facilitator Summary Rating Form (Required)

This form is to be jointly reviewed by the instructional technology facilitator and evaluator or designee during

the Summary Evaluation Conference conducted at the end of the year.

Name:_______________________________________________________________________

School: ______________________________ School Year:_____________________________

Evaluator: _____________________________District:_________________________________

Date Completed:_______________________ Evaluator’s Title:_________________________


No

t

Dem

on

stra

ted

Develo

pin

g

Pro

ficie

nt

Acco

mp

lish

ed

Dis

tin

gu

ish

ed

a. Instructional technology facilitators demonstrate 21st Century leadership in the school.

b. Instructional technology facilitators lead an instructional technology program that supports 21st

Century teaching and learning.

c. Instructional technology facilitators advocate for effective instructional technology programs. d. Instructional technology facilitators promote and facilitate effective collaboration among

educators within and beyond the school setting.

e. Instructional technology facilitators demonstrate high ethical standards. Overall Rating for Standard I

Comments:

Recommended actions for improvement:

Resources needed to complete these actions:

Evidence or documentation to support rating:

Professional development documentation


Participation on School Improvement Team

Opportunities for collaboration

Needs assessments/surveys/benchmarks

Aligned lesson plans

Membership in instructional technology professional

organizations, groups/forums

Plan/procedure/calendar for equal access to

technology resources

Ethical and safe use of resource examples

(student projects with resources, lesson plans,

professional development)


Standard II: Instructional technology facilitators build a learning environment that meets the

instructional needs of all students.

No

t

Dem

on

stra

ted

Develo

pin

g

Pro

ficie

nt

Acco

mp

lish

ed

Dis

tin

gu

ish

ed

a. Instructional technology facilitators establish a participatory learning environment that facilitates

collaboration among all members of the learning community and honors diversity.

b. Instructional technology facilitators seamlessly integrate content-area curricula with 21st Century

content, effective pedagogical practices, universal design principles, and appropriate technology

applications for all learners.


Comments:




Documents written for listservs

Technology fairs/nights

Online course creation (Moodle, etc.)


and other collaborative learning environments

Lessons that are differentiated and apply a global

Perspective

Documentation of holistic understanding of students

over time

Student interest inventories

Student learning style assessments



Century instructional program.

No

t

Dem

on

stra

ted

Develo

pin

g

Pro

ficie

nt

Acco

mp

lish

ed

Dis

tin

gu

ish

ed

a. Instructional technology facilitators serve as a specialist, fostering the effective use of digital tools

and resources for constructing and sharing knowledge using inquiry-based instruction.


Comments:




Minutes from professional learning community

and school improvement team meetings

Documentation of informal training and mentoring

activities

Lessons that use appropriate resources, tools, and

skills to produce inquiry-based learning




No

t

Dem

on

stra

ted

Develo

pin

g

Pro

ficie

nt

Acco

mp

lish

ed

Dis

tin

gu

ish

ed

a. Instructional technology facilitators use effective pedagogy to infuse the curriculum with 21st Century

content and tools.

b. Instructional technology facilitators know the content appropriate to their teaching specialty.

c. Instructional technology facilitators model, share, and promote effective principles of teaching and

learning.


Comments:




Student-centered content

Assessment data

Usage data

School technology plan

Policies and procedures manual

Collaboratively produced lesson and unit plans

Professional development plans

Minutes of professional/electronic learning

community meetings

Reflective journaling

Blogs

Articles written by instructional technology facilitator

Listservs

Newsletters

Examples of lessons

Leadership in adherence to local, state, and federal

policies and laws related to digital safety

Parent and student acceptable and responsible use

policies



No

t

Dem

on

stra

ted

Develo

pin

g

Pro

ficie

nt

Acco

mp

lish

ed

Dis

tin

gu

ish

ed


b. Instructional technology facilitators Link professional growth to their professional goals.

c. Instructional technology facilitators function effectively in a complex, dynamic environment.


Comments:




Self-assessment

Documentation of continuing education – articles,

conferences

Feedback from supervisor, students, parents,

community members, colleagues

Professional development syllabi

Professional growth plan

Evaluation tool

Student outcome data with data analysis

Action research documentation

Logs

Memberships in professional organizations

Formative and summative assessments

Student and school needs assessments

Members of school professional learning teams

________________________________________________ ___________________

Instructional Technology Facilitator Signature Date

________________________________________________ ___________________

Principal/Evaluator Signature Date

Note: The instructional technology facilitator’s signature on this form neither represents acceptance nor approval of the report. It does, however, indicate that the

instructional technology facilitator has reviewed the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the

report has been reviewed and that the proper process has been followed according to the North Carolina State Board of Education Policy for the Instructional Technology Facilitator Evaluation Process.



School Year:________________

Name: ________________________________________Position/Subject Area:_____________________

School:_______________________________________________________________________________

NC Professional Instructional Technology Facilitator Standards

I. Instructional technology facilitators demonstrate leadership.

II. Instructional technology facilitators build a learning environment

that meets the instructional needs of all students.

III. Instructional technology facilitators facilitate the implementation

of a 21st Century instructional technology program.

IV. Instructional technology facilitators demonstrate knowledge of

learners and learning and promote effective instructional practices

in a 21st Century learning environment.

V. Instructional technology facilitators actively reflect on their

practice.

Standard(s) to be addressed:

Elements to be addressed:

Instructional Technology Facilitator’s Strategies

Goals for Elements Activities/Actions Expected Outcomes and

Evidence of Completion Resources Needed Timeline

Goal 1:

Goal 2:

Goal 3:

Instructional Technology Facilitator’s Signature: __________________________________ Date: ___________

Administrator’s Signature: _______________________________________________ Date: ___________


Professional Development Plan – Mid-Year Review

To be completed by (date) _________________________

Instructional Technology Facilitator ______________________________ Academic Year:______________

Evidence of Progress Toward Specific Standards of Elements to be Addressed/Enhanced

Narrative

Instructional Technology Facilitator’s Comments:

Administrator’s Comments:

Instructional Technology Facilitator’s Signature:

Date:

Administrator’s Signature:

Date:


Professional Development Plan – End-Of-Year Review

To be completed by (date) _________________________

Instructional Technology Facilitator_________________________________ Academic Year:______________

Evidence of Progress Toward Specific Standards or Elements to be addressed/Enhanced

Goal 1 was successfully completed. Yes □ No □



Narrative

Instructional Technology Facilitator’s Comments:

Administrator’s Comments:

Instructional Technology Facilitator’s Signature:

Date:

Administrator’s Signature:

Date:


Record of Instructional Technology Facilitator Evaluation Activities

School: ____________________________________________________SchoolYear:______________

Position/Assignment: _________________________________________________________________

Evaluator: ___________________________________________________Title: __________________

Instructional Technology Facilitator Background: (Briefly describe the instructional technology facilitator’s educational

background, years of experience, assignment, and any other factors that may impact the evaluation)

The North Carolina Instructional Technology Facilitator Evaluation is based, in part, on informal and formal observations and conferences

conducted on the following dates:

Activity

Date

Instructional Technology

Facilitator Signature

Evaluator Signature

Probationary

Orientation


Formal Observation #1

Post-Observation Conference #1






Professional Growth Plan Completed

Career

Orientation


Formal Observation

Post-Observation Conference

Informal Observation #1

Informal Observation #2


Professional Growth Plan Completed


Jean M. Williams, Ph.D.

Research and Evaluation Associates

10158 Bluffmont Lane

Lone Tree, CO 80124

(303)349-9638

[email protected]

mailto:[email protected]